In lieu of an abstract, here is a brief excerpt of the content:

• Hope and Obstacles in Black College Students
• Laila I. McCloud (bio) and Eugene T. Parker III (bio)

Scholars have documented the ways that Black collegians engage with and are impacted by personal, academic, and societal obstacles (Beasley & McClain, 2021; Salami et al., 2021). Accordingly, there is an increased need for additional exploration into how Black college students navigate these obstacles (Williams et al., 2020). Black people have been actively engaged in US higher education for over a century, and it is important to highlight traits that promote positive outcomes, particularly psychological constructs (Danoff-Burg et al., 2004; Kolluri & Tichavakunda, 2022). Thus, there is a need for continued research on obstacles in college environments and particular traits (e.g., hope) in Black students.

Snyder (1995) defined hope as "the process of thinking about one's goals, along with the motivation to move toward those goals (agency), and the ways to achieve those goals (pathways)" (p. 355). Given the mental and psychological development associated with pursuing postsecondary education, hope has emerged as a positive psychological trait for student success (Duncan-Andrade, 2009; Gallagher et al., 2017). A few studies have explored the influence of hope in relation to the retention of first-year undergraduates (Bryce et al., 2021), on-campus support networks (D'Amico Gutherie & Fruiht, 2020), and veteran adjustment to college life (Umucu et al., 2020). Studies specifically investigating hope and Black students have focused on experiences with discrimination (Banks et al., 2008; Danoff-Burg et al., 2004; McDermott et al., 2020). The purpose of this study was to expand the conversation about additional ways that Black students engage hope to persist in their collegiate experience.

The COVID-19 pandemic, intertwined with state-sanctioned antiblack violence, led to a disruption in educational plans and to inconsistent institutional support for many college students (Anand & Hsu, 2020; Liu, 2021; Martinez et al., 2022). We have been reminded that college campuses are not immune to the side effects of racialized inequities that the pandemic has emphasized (Harper, 2020). As the US moves to a new phase of responding to a variety of compounding societal and health crises that disproportionately impact Black people, there is an opportunity to explore how Black college students respond to obstacles and persist in meeting their goals. This study centered on the psychological construct of hope in Black college students, particularly dimensions of hope agency and hope pathways. We used Snyder's (2005) hope theory to operationalize our conceptualization and interpretation of the study results. For this study, the students' goals related to overcoming academic or financial obstacles were identified as hope agency, and their plan for meeting those goals was identified as hope pathway. (Snyder, 2005). Hope requires a reciprocal relationship between pathways and [End Page 107] agency. The following research question guided this study: For Black students, what is the relationship between hope agency and hope pathways and educational and financial obstacles?

METHODS

We used data from the 2021 administration of the Multi-Institutional Study of Leadership (MSL, 2023), a national survey examining undergraduate students' pre-college and collegiate experiences that promote leadership outcomes. This data source was selected because of its large and diverse sample and how it connects hope pathways and hope agency as an important component of leadership development. One of the aims of US higher education is to develop generations of ethical citizens and leaders. The MSL provides a unique opportunity to understand how Black students engage and sustain hope in relationship to their development as leaders.

The overall participant sample for the MSL administration of the survey included 33,362 students. A review for missing data revealed that most of the included variables comprised 2% or less missing data on the key variables of interest. We employed listwise deletion to remove cases with missing data. Subsequently, the analytic sample for this study comprised 1,273 participants who self-identified as Black. Additionally, the sample comprised students who identified as the following: 73% female (vs. male), 26% not heterosexual (vs. heterosexual), 20% first-generation students (vs. not first-generation status), and 67% working or middle class.

Aligning with previous research that has shifted toward asset-based frames for investigating the strengths of students (Kolluri...

中文翻译：

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黑人大学生的希望与障碍

以下是内容的简短摘录，以代替摘要：

• 黑人大学生的希望与障碍
• 莱拉·麦克劳德 (Laila I. McCloud)（简介）和尤金·T·帕克三世 (Eugene T. Parker III)（简介）

学者们记录了黑人大学生与个人、学术和社会障碍打交道并受其影响的方式（Beasley & McClain，2021；Salami 等人，2021）。因此，越来越需要进一步探索黑人大学生如何克服这些障碍（Williams 等，2020）。一个多世纪以来，黑人一直积极参与美国高等教育，重要的是要强调促进积极成果的特征，特别是心理建构（Danoff-Burg et al., 2004；Kolluri & Tichavakunda, 2022）。因此，有必要继续研究大学环境中的障碍和黑人学生的特殊特征（例如希望）。

Snyder (1995) 将希望定义为“思考一个人的目标的过程，以及实现这些目标的动机（能动性），以及实现这些目标的方法（路径）”（第 355 页）。鉴于与追求高等教育相关的精神和心理发展，希望已成为学生成功的积极心理特征（Duncan-Andrade，2009；Gallagher 等，2017）。一些研究探讨了希望对一年级本科生留校的影响（Bryce et al., 2021）、校园支持网络（D'Amico Gutherie & Fruiht, 2020）以及退伍军人对大学生活的适应（Umucu 等人，2020）。专门调查希望和黑人学生的研究重点关注歧视经历（Banks et al., 2008；Danoff-Burg et al., 2004；McDermott et al., 2020）。这项研究的目的是扩大关于黑人学生希望坚持大学经历的其他方式的讨论。

COVID-19 大流行与国家批准的反黑人暴力交织在一起，导致教育计划中断，并导致对许多大学生的机构支持不一致（Anand & Hsu，2020；Liu，2021；Martinez 等，2022）。我们被提醒，大学校园也不能幸免于疫情所强调的种族不平等的副作用（Harper，2020）。随着美国进入应对对黑人造成不成比例影响的各种复杂社会和健康危机的新阶段，我们有机会探讨黑人大学生如何应对障碍并坚持实现自己的目标。这项研究的重点是黑人大学生希望的心理结构，特别是希望机构和希望途径的维度。我们使用 Snyder（2005）的希望理论来实施我们对研究结果的概念化和解释。在这项研究中，学生与克服学业或财务障碍相关的目标被确定为希望机构，他们实现这些目标的计划被确定为希望途径。 （斯奈德，2005）。希望需要路径和[结束第107页]代理之间的互惠关系。以下研究问题指导了这项研究：对于黑人学生来说，希望机构、希望途径以及教育和经济障碍之间有什么关系？

方法

我们使用了 2021 年多机构领导力研究 (MSL, 2023) 的数据，这是一项全国性调查，旨在考察本科生提升领导力成果的大学预科和大学经历。选择该数据源是因为其样本庞大且多样化，以及它如何将希望途径和希望机构联系起来，作为领导力发展的重要组成部分。美国高等教育的目标之一是培养一代又一代有道德的公民和领导者。 MSL 提供了一个独特的机会来了解黑人学生如何参与并维持对其作为领导者的发展的希望。

MSL 管理调查的总体参与者样本包括 33,362 名学生。对缺失数据的审查显示，大多数包含的变量在感兴趣的关键变量上包含 2% 或更少的缺失数据。我们采用列表删除来删除丢失数据的案例。随后，本研究的分析样本包括 1,273 名自称为黑人的参与者。此外，样本中学生的身份如下：73% 为女性（相对于男性），26% 为非异性恋（相对于异性恋），20% 为第一代学生（相对于非第一代身份），以及 67%工薪阶层或中产阶级。

与之前的研究相一致，该研究已转向基于资产的框架来调查学生的优势（Kolluri...